Bloom’s taxonomy is a useful tool to understand the ‘levels’ that students think at. The conventional wisdom is that students move through the levels as they achieve mastery at ‘lower’ levels. In the year 2000, Marzano challenged that notion suggesting that there are different thinking processes rather than a hierarchical system. Different skills are needed for different purposes. For example, a student may need to recall a math fact. In a different setting, she may need to understand why it is important to eat healthy food. The study of synonyms may need to be applied to a writing assignment on word choice. A survey may need to be analyzed to make sense of it. Numerous ideas can be synthesized into a piece of fiction writing. Finally, a student may need to evaluate how useful a book is for research.
Viewing Bloom’s taxonomy as thinking procedures for specific goals rather than as a hierarchical framework, allows us to mindfully match an aspect of the cognitive domain with a particular performance assessment for one of the essential elements. Students should have exposure to a variety of assessments that address all six aspects of Bloom’s cognitive domain. By charting these on a matrix against the essential elements of the PYP, teachers will be able track the variety of procedures that students are exposed to each unit while ensuring that the student sees the connection between the goal and the procedure.
Summative Assessment
Research into understanding, much of it conducted with our colleagues at Project Zero, indicates that understanding is not a precursor to application, analysis, evaluating, and creating but a result of it (Wiske, 1997)
Making Thinking Visible
Richhart, Church, Morrison
2011
Create a single presentation from the whole groups findings.
Knowledge
Learn what the words from the transdisciplinary theme mean.
Analyze survey results.
Concepts
Use the concept of form to give shape to your presentation.
Create a presentation that seamlessly includes the four chosen key concepts.
Transdisciplinary Skills
Use time management, group decision making and research skills to collaborate during the investigation phase.
Attitudes
Decide which attitudes are keeping you from making more progress. Do you lack independence, confidence, or maybe commitment?
Action
Create an action plan
Choose the solution for your problem that you like the best.
Sharing the Planet
Memorize the conflict resolution strategies from counseling class.
After mapping out the function of a conflict, CHOOSE the resolution you agree with most.
How the World Works
Key vocabulary from the scientific method.
Determine how the variable in your experiment is changing.
Determine the scientific principles that were used to try and create the following items: 32 Innovations NY Times
How We Express Ourselves
Use your knowledge of characters to make an iMovie.
Where We Are in Place and Time
Write an analysis of the impact on people that a tsunami had on people.
Write a script showing two perspectives.
Write a reflection about whether people should be tolerant of a group of people or not.
How We Organize Ourselves
Knowledge
Memorize and know the meaning of 20 words that will help you explain your understanding of how government functions.
Use vocabulary throughout the unit during Thinking Routines and other activities designed to develop your understanding.
1. Use the Compass Points EWN to analyze our background knowledge.
2. Analyze the elements of the North Korean dictatorship. North Korean dictatorship
Use the Compass point S to evaluate where the inquiry needs to head.
Concepts
Skills
Attitudes
Evaluate the ways in which appreciation, respect and tolerance are present in the government's response to the miner's behavior. Government declares emergency.
Action
Understanding
Analyze two countries and evaluate which one you would like to move to for work. Use a Venn diagram to analyze and a paragraph to substantiate the judgment.
Bloom’s taxonomy is a useful tool to understand the ‘levels’ that students think at. The conventional wisdom is that students move through the levels as they achieve mastery at ‘lower’ levels. In the year 2000, Marzano challenged that notion suggesting that there are different thinking processes rather than a hierarchical system. Different skills are needed for different purposes. For example, a student may need to recall a math fact. In a different setting, she may need to understand why it is important to eat healthy food. The study of synonyms may need to be applied to a writing assignment on word choice. A survey may need to be analyzed to make sense of it. Numerous ideas can be synthesized into a piece of fiction writing. Finally, a student may need to evaluate how useful a book is for research.
Viewing Bloom’s taxonomy as thinking procedures for specific goals rather than as a hierarchical framework, allows us to mindfully match an aspect of the cognitive domain with a particular performance assessment for one of the essential elements. Students should have exposure to a variety of assessments that address all six aspects of Bloom’s cognitive domain. By charting these on a matrix against the essential elements of the PYP, teachers will be able track the variety of procedures that students are exposed to each unit while ensuring that the student sees the connection between the goal and the procedure.
Summative Assessment
Research into understanding, much of it conducted with our colleagues at Project Zero, indicates that understanding is not a precursor to application, analysis, evaluating, and creating but a result of it (Wiske, 1997)
Making Thinking Visible
Richhart, Church, Morrison
2011
Who We Are
Sharing the Planet
How the World Works
Determine the scientific principles that were used to try and create the following items:
32 Innovations NY Times
How We Express Ourselves
Where We Are in Place and Time
How We Organize Ourselves
2. Analyze the elements of the North Korean dictatorship.
North Korean dictatorship
Government declares emergency.